37

RIC Zoran Mihanovi, Ana Barbara Batini, Jurica Pavii

The link between students satisfaction with faculty, overall students... (37 - 60)

THE LINK BETWEEN STUDENTS

SATISFACTION WITH FACULTY, OVERALL
STUDENTS SATISFACTION WITH STUDENT
LIFE AND STUDENT PERFORMANCES

Zoran Mihanovi, Ana Barbara Batini, Jurica Pavii

(1) University of Split, Faculty of Economics
(2) University of Split, Faculty of Economics
(3) University of Zagreb, Faculty of Economics and Business

Zoran Mihanovi, PhD

University of Split, Faculty of Economics
Cvite Fiskovia 5, Split, Croatia
E-mail: zmihanov@efst.hr

Article info
Paper category: Preliminary paper
Received: 11.2.2016.
Accepted: 15.3.2016.
JEL classification: A29, J2

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REVIEW OF INNOVATION AND COMPETITIVENESS VOLUME 2 | ISSUE 1 | 2016

ABSTRACT

Customer satisfaction has long been recognized as a central concept of all business ac-
tivities. Satisfaction can serve as an indicator of success of the company, both in the past
and present, as well as an indicator of future performance. High quality service to students
is a prerequisite of maintaining competitiveness in the market of higher education. A rela-
tionship that is created between the expectations of students and their satisfaction with the
quality of service that provides educational institution plays an important role in shaping
the reputation of academic institutions. Academic institutions are becoming aware of the
importance of student satisfaction, because satisfaction positively influences their decision
to continue their education at this institution, and the positive word of mouth that will at-
tract prospective students. Satisfaction will affect student motivation, and therefore their
performance. This paper provides insight into the marketing aspects of customer satisfaction,
primarily insight into the satisfaction of students in the educational sector. The aim is to es-
tablish the influence of satisfaction various factors related to the university and higher edu-
cation to the satisfaction of student life, and does student life satisfaction affect the overall
happiness and student performance. The research was conducted on the student population
of the University of Split, on a sample of 191 respondents. The research was conducted with
the help of online survey questionnaire. The claim that students satisfactions with housing
affect the satisfaction with the quality of student life is rejected. The results confirmed that
the students satisfaction with university contents, university bodies and services, teaching,
teaching methods and academic reputation affects the satisfaction of student life and stu-
dent life satisfaction affect the student performance.

Keywords:
higher education; satisfaction with the student life; student performance; Croatia

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RIC Zoran Mihanovi, Ana Barbara Batini, Jurica Pavii
The link between students satisfaction with faculty, overall students... (37 - 60)

1. INTRODUCTION

Many authors have elaborated the subject of students satisfaction and overall
life satisfaction in order to determine if there was a connection between the students
personal satisfaction and the achieved success during studying and to establish what
causes student satisfaction. An established system for quality assurance is the fun-
damental requirement for the creation of an integrated European higher education
area, recognition of diplomas, and mobility of people within the European labour
area (Budak, Slijepevi, valjek, 2009). The basis for establishing and implement-
ing quality assurance in the Republic of Croatia is the Bologna Declaration, while the
Standards and Guidelines for Quality Assurance in the European Higher Education
Area represent the fundamental document in this context. The five key elements that
should be contained in all the national quality assurance systems have been set out
by the Berlin Communiqu, and these refer to: internal evaluation, external evalua-
tion, involvement of students, publication of results, and international participation
(Luin, 2007). The development of the higher education quality assurance has con-
siderably moved forward, and several major turning points have been made in terms
of cooperation between the European countries (Eurostat, 2012). In the period from
2001 to 2014, the share of the highly educated in the age group of 25 to 35 years was
examined. The figures on the highly educated collected from the 28 European Union
countries were compared to those obtained in the Republic of Croatia. The European
Union countries recorded a constant growth in the number of the highly educated,
while the Republic of Croatia recorded an increase before 2010, followed by stagna-
tion until 2012, and re-increase in the period from 2012 to 2014 (Eurostat, 2012.).
Students across the European higher education system study in different economic
conditions, which need to be borne in mind during all the European discussions on
the issue of student mobility and graduation (ukanec, 2010).
Figure 1.: Comparison of highly educated people in the age group of 25 to 35 years in the European
Union and the Republic of Croatia
Share of highly educated persons (%)

EU 28
Croatia

Year
Source: http://epp.eurostat.ec.europa.eu/portal/page/portal/statistics/theme

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From all of the above stated, the importance of students satisfaction with the
quality of student life can also be surmised, which represents a broad term that cov-
ers a number of variables pursuant to which the conclusions are made on whether the
students are pleased with the quality of life at a particular faculty. Numerous authors
have looked into the subject of students satisfaction, which directly binds the notion
of the quality of teaching and professors themselves, the quality of accommodation
units, public transport, nightlife, sports and recreational facilities nearby the faculty,
employment opportunities during the studies, the quality of food in canteens, and
the quality of work of other faculty bodies (library, registry, and others). These re-
sults can be of great importance for the faculties observed since they will point out to
the advantages that should be preserved, but also to the disadvantages that should be
eliminated in order to maintain a good image compared to other faculties and hence
directly influence the attraction of new students.
The main goal of this study is determination the extent to which certain factors
of life, both general and student life, affect the overall satisfaction with the studying
experience and how this is connected with students performances. Thus, it will be
explored relationship between: students satisfaction with their faculty and students
satisfaction with student life; students satisfaction with the teaching methods and
academic reputation and students satisfaction with student life; students satisfac-
tion with the faculty facilities, faculty bodies, and faculty services and the overall sat-
isfaction with student life; students satisfaction with their housing and the overall
satisfaction with student life; students satisfaction with student life and student per-
formance.

2. MARKETING ASPECTS OF CONSUMER SATISFACTION

2.1. Consumer satisfaction in the profit sector

Satisfaction can be defined as a judgment on the performances of a product or

service on the basis of the cognitive (functional) and psychological (emotional) val-
ues of the product (Kesi, 2006). Customer satisfaction can serve as an indicator of
the success of a business in the past and present, as well as an indicator of its suc-
cess in the future. Consumer satisfaction is a predictor of repeated purchase and is
expressed by consumer loyalty (Vraneevi, 2000). Consumer satisfaction lies at the
core of the marketing concept and has the leading position in the marketing theories
(Dubrovski, 2001). It is based on the postulation that profit will be realized by meet-
ing consumer demands. On the other side, one should also take into account the per-
manent presence of the danger of spreading unfavourable information on a product,
existing among the dissatisfied consumers. Numerous individuals have examined
this danger (Collier, 1994, Desatnick, 1989, Hopson & Scally, 1989, Vavra, 1992, re-
trieved from: Dubrovski, 2001). Young and Ennew (2001) believe the link between

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RIC Zoran Mihanovi, Ana Barbara Batini, Jurica Pavii
The link between students satisfaction with faculty, overall students... (37 - 60)

consumer satisfaction and business performance is quite simple. Satisfied consum-

ers buy more often (loyalty), so the authors argue that it is cheaper to serve loyal con-
sumers and that they are less price-sensitive, due to which business costs are lower,
and profits higher. Researching the correlation between employee and consumer
satisfaction, Heskett et al. (1997) concluded that an employees positive experiences,
attitudes, satisfaction, commitment, and positive assessment of the organizational
climate are related to increased levels of consumer satisfaction. Many theoreticians
have persistently been discussing the impact of business performance on consumer
satisfaction (Harter et al., 2002). In the banking sector, it was determined that high-
er consumer satisfaction leads to increased cross-selling, and that, based on an
insight into the user database of certain banks, consumer satisfaction was the lead-
ing indicator of revenue and growth (Anderson, Sullivan, 1993). Some authors have
been observing the relationship between consumers and businesses throughout the
life cycle, and believe that the relationship between a consumer and a business goes
through different phases of that life cycle. The business has to be prepared to iden-
tify the ongoing phase of that life cycle in order to be able to react to consumer ex-
pectations (Dwyer, Schurr & Oh, 1987, Bruhn, 2003, retrieved from: Gelade, Young,
2005). Various researches show that consumers have had enough of poor services
and that increased satisfaction has a positive impact on personal spending, cash flow
and business performance (Rogers, Saenz, 2007).

2.2. Students satisfaction in the higher education sector

The non-profit sector represents the individuals and organizations who help
their society become a community of responsible individuals oriented towards
personal / family progress, but also the progress of the community they belong to
(Pavii, 2003). Many non-profit organizations are becoming aware of the fact that
recognizing the needs of their customers is the key factor in the success of their busi-
ness. As non-profit managers become increasingly sophisticated, and non-profit
organizations struggle to survive in the ever-changing environment, the fact that
organizations need to act in a way that satisfies their customers becomes extremely
important (Siri, 1987). Increased social sensitivity of the community poses a number
of challenges before different businesses and organizations, according to which the
businesses have to operate successfully and, in doing so, pay attention to the welfare
of the community and reduce all the harmful and negative activities to a minimum
(Glavoevi, Radman Pea, 2013).
General welfare marketing is one of the forms of the socially responsible busi-
ness through which organizations attempt to meet the challenges posed before them
by different interest and influential groups (Glavoevi, Radman Pea, 2013). Busi-
nesses and non-profit organizations achieve the greatest rewards by applying the
concept of the general welfare marketing, however, consumers also get awarded with

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the sense of a perceived additional value that results from their purchase. In addi-
tion, consumers gain the ability to distinguish between competing manufacturers,
and can meet their altruistic needs by helping the social community (Baron et al.,
2000, retrieved from Gupta, Pirsch, 2006). Polonsky and Speed (2001) have found
that the general welfare marketing and its impact on consumers may cause certain
risks and concern for them. Consumers can be misguided by the excessive generosity
provided by businesses through applying the concept of the general welfare market-
ing. This can lead to the realization that charitable organizations actually no longer
need help, which is why they stop making contributions and the amount of raised
funds gets reduced. Srbljinovi (2012) believes that there is a positive relationship
between customer loyalty and corporate social responsibility. Modern business
practices make customer satisfaction their top priority and increasingly invest in so-
cially responsible businesses.
A high quality service is a prerequisite for surviving and maintaining market
competitiveness in higher education. The relationship between students expecta-
tions and their satisfaction with the quality of the services provided by an educational
institution plays an important role in shaping the reputation of academic institu-
tions. Understanding and knowing the expectations of students may constitute a
source of information for higher education institutions, and these could be involved
in the creation of their strategy of developing their service quality and gaining an ad-
vantage on the market of higher education (Sander et al., 2000). Each interest group
in higher education (students, teaching staff, government, etc.) has a special outlook
on the quality depending on the specific needs of each individual group. The eco-
nomic literature on service quality is usually based on the comparison of consumer
expectations and their satisfaction with the services actually provided (Zeithmal et
al., 1990). ONeill and Palmer (2004) define service quality in higher education as
the difference between students expectations on what they will get from a higher
education institution and their satisfaction with the realized expectations.
Douglas et al. (2006) list four main reason why it is necessary to look into the
opinions, expectations and satisfaction of students: (1) to get evidence that students
have an opportunity to comment on the situation, and to use these information in
improving the services of a higher education institution; (2) to encourage students
to reflect on the process of their acquisition of knowledge; (3) to allow the institu-
tions to set the quality criteria and to create the indicators that might contribute to
the reputation of their institution on the market; (4) to give students an opportunity
to express their satisfaction with their academic experience. Academic institutions
are becoming increasingly aware of the importance of students satisfaction given
that it positively influences their students decision to continue their education at the
institution in question, and on the positive word of mouth that will attract prospec-
tive students (Harrison Walker, 2014). Students satisfaction also affects students
motivation, their attendance, and the increase in the income of educational institu-

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The link between students satisfaction with faculty, overall students... (37 - 60)

tions (Navarro Marzo et al., 2005, Schertzer, 2004). Many agree that quality leads to
satisfaction, but some make distinction between the two terms, considering qual-
ity a general perception, and satisfaction a series of specific aspects (Bitner, 1990).
Athiyaman (1997) believes that students perception of quality has a strong impact on
their post-role as a communication means. From the students perspective, high
quality education creates better opportunities in terms of learning and knowledge,
and they believe that the satisfaction or dissatisfaction strongly influences students
success or failure in learning (Aldridge, Rowley, 1998, retrieved from Li Wei, 2005).
Educational aspects and class delivery aspects become one of the most important
determinants of the perception of teaching quality and students satisfaction (Elliot,
Shin, 2002, Brown, 1998, Fraser, 1994, retrieved from Li Wei, 2005). While until
recently management used to be an important factor in the teaching sector, man-
agement today assumes a different role, which is the intention and the will to satisfy
students, and thus affects their perception of the service quality. All the attention is
focused on the negative aspects of the model which emphasizes that dealing with dis-
satisfaction, and the aspects that lead to the said, can increase satisfaction. There-
fore, the importance of administrative staff gets an increasingly important role in
the process of meeting students demands (Nyer, 2000). Badri et al. (2010) research
is specific because of the measurement of parents satisfaction at measuring satis-
faction in schools/faculties, because they enable schooling to their children. In fact,
parents satisfaction is considered similar to users satisfaction and their satisfac-
tion influences the parents loyalty to the school their child is attending (Bhote, 1996;
Salisbury et al, 1997; Scheuing, 1995, cited from: Badri et al. 2010).
The complexity of meeting the criteria of the above mentioned factors has led
many authors to closely examine students satisfaction with the quality of student life.
In their study, Sevda and Ozlem (2014) tried to determine the satisfaction with stu-
dent life by including the variables of student life quality (social, scientific and ser-
vice factors), life satisfaction, and identification. The study also attempted to evaluate
the impact of the academic program of the chosen study, social life, and facilities and
services provided at the faculty on the quality of student life as compared to other
similar faculties in Turkey and other countries. Life satisfaction is the top priority
of man in relation to the satisfaction with his society, family, friends, school, fac-
ulty, and health. According to the bottom-up spillover theory (Sirgy, 2010), all the
mentioned variables affect life satisfaction. Satisfaction with student life affects life
satisfaction. Based on this information, a study was conducted on how student life
satisfaction affects the satisfaction with life in general (Sevda, Ozlem, 2014). A simi-
lar research was carried out in Croatia by Brkljai and Kaliterna Lipovan (2010),
examining life satisfaction among students. Life satisfaction is a report on how one
assesses and evaluates ones entire life.
Clewes (2003) suggests three different approaches to measuring the quality of
education from students perspective. Model on which the research was conducted

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is based on the modification of the SERVQUAL (Service Quality) model developed in

1988 by Parasuraman, A., Berry, L.L., Zeithaml, V.A. (1988, 1990, 1991). The first
approach is based on the SERVQUAL method. However, in the studies based on the
SERVQUAL instrument there was no consensus on which of the dimensions of qual-
ity had the key importance in higher education (tangibility, reliability, identification,
trust and empathy), so the HEdPERF instrument was created precisely for research-
ing the quality of higher education. The second approach in assessing the quality of
higher education institutions is analysing students satisfaction with only the quality
of teaching and learning at a particular higher education institution. There is also the
third approach, which uses the methods for assessing students satisfaction with the
overall student experience as an indicator of quality. Such researches cover various
elements that contribute to students satisfaction with the overall service of a higher
education institution: the quality of teaching, course program and class organization, li-
brary services, registry services, IT support, work of the student union, accompanying services
such as canteen services, accommodation, sports facilities, social life, entertainment and
the like.
Some authors claim that students are customers and need to be treated as the
customers of manufacturing companies. They are considered customers since they
buy knowledge in order to satisfy their own needs for knowledge. Students satisfac-
tion with the overall faculty environment is essential for keeping them at the relevant
faculty, as well as for their recommendations of the faculty to prospective students
(Danjuma, Rasli, 2012). Many teachers are reluctant to accept the student-customer
model, and are suspicious of every attempt at adapting student environment to the
business concept (Mark, 2013). Machado, Brites, Magalhaes and Sa (2011) investi-
gated the satisfaction with higher education as the key point in students develop-
ment. Numerous institutions recognize higher education as a service sector, which
is why they should put emphasis on meeting the expectations and needs of their cus-
tomers, in the this case, their students. In order to better compete with other edu-
cational institutions, many faculties adopt a marketing oriented strategy to differ-
entiate themselves from their competitors (Kotler and Fox 1995; Mihanovi 2007,
2009; Pavii, J.; Alfirevi, N.; Mihanovi, Z. 2007). It is important to have a good
understanding of the target market (students), evaluate their needs, adapt the offer
to meet the demand, and thus increase the satisfaction of the customers - students
(Keegan, Davidson, 2004).
Researches have also been carried out with respect to the attitude of students
towards their educational institution. This relationship is defined by two factors.
One is persistence, with the aim of graduating from college and earning a diploma,
and the other is the possibility of using the diploma in other institutions (Tinto, 1982,
retrieved from Machado, Brites, Magalhaes, Sa, 2011). A faculty institution must
constantly work on improving the services provided to their students. That way, the
students will be satisfied with the service and therefore with the faculty (Elliot, Healy,

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The link between students satisfaction with faculty, overall students... (37 - 60)

2001). Certain authors have presented the dimensions of students satisfaction with
their faculty services, based on numerous researches. They proposed grouping
these services into the following categories: facilities near the faculty, teaching staff,
teaching methods, environment, enrolment, and services by other faculty bodies. All
these services, which are under the direct control of the faculty, can be considered the
determinants of students satisfaction (Navarro Marzo et al., 2005). There are four
groups of factors that influence students satisfaction: institutional factors, extra-
curricular factors, students expectations, and student demographics. Institutional
factors therefore consist of academic (the quality of education, communication with
the teachers in and outside the classes, textbooks and other teaching materials)
and administrative (faculty practice and philosophy in administration) factors.
Extra-curricular factors include social, health, cultural and sport activities, as
well as transportation. Students expectations represent the choice of faculty and
employment opportunities after graduation. Demographic factors include age,
gender, attendance, etc. (Aldemir, Gulcan, 2004). Rode et al. (2005) base their
model (Figure 2.) on the perspective that they call integrated life. This perspective
illustrates how individual performances of a man influence his satisfaction in all life
domains. They agree that the overall life satisfaction of students, and not just their
satisfaction with their faculty as an institution, affects the performance of students,
the ease of mastering the assigned tasks, and their involvement in the teaching
process. The Bottom-up theory of life satisfaction suggests that life satisfaction
represents the overall attitude which consists of the components of satisfaction with
various life areas, but the impact of any specific variable of life on overall happiness
varies depending on the population.
On the other hand, Gibson (2010) examined students satisfaction and
included some non-academic aspects therein, e.g. university reputation, contact
personnel quality in administrative departments, acknowledgements and services,
quality of teaching and IT facilities and student body diversity. Simomu and Dahl
(2012) are based more on teaching quality analysis and the effect of that variable on
students satisfaction. They have examined the quality of teachers performance,
workload, social life, religious life, sports activities, family influence, employment
opportunities, future expectations, difference between part-time and full-time
students. Sergy et al. (2010) also examined the issue of students satisfaction and
its influences (Figure 3.). In their paper, these authors have based their research
on the examination of satisfaction with the academic aspects of student life, e.g.:
satisfaction with the faculty, satisfaction with the teaching methods, satisfaction with
the class environment, satisfaction with the workload, satisfaction with the academic
reputation and academic differences. Furthermore, the research included the social
aspects of student life, such as: satisfaction with campus accommodation, satisfaction
with international programmes and services, satisfaction with spiritual programmes
and services, satisfaction with clubs and student social organisations and satisfaction

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with recreational activities. The authors have conducted this research by using two
models. The first model included investigating how leisure, services, and academic
and social aspects of life affect students satisfaction with student life. The second,
extended model included investigating how the satisfaction with student life
affects the overall life satisfaction.
Figure 2.: Predicted Path Analytic Mode

Source: Rode,C.,J.,et al., Life satisfaction and student performance, Academy of Management Learning
& Education,Vol. 4, No. 4, 421-433,2005
Figure 3.: The extended model

Source: Sirgy,M.,J.,et al., Quality of College Life (QCL) of Students: Further Validation of a Measure of
Well-Being, Social Indicators Research, 12; 99(3). 2010. pp.384

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The link between students satisfaction with faculty, overall students... (37 - 60)

3. MEASURING PERFORMANCE IN EDUCATIONAL SECTOR

Measuring performance is still a major issue for businesses and other organiza-
tions (Meyer, 2002). In theory, but also in practice, measuring student performance
is quite complex. There is no generally accepted procedure of measuring student
performance, and individual researchers tend to conduct and explain it in their own
way. Educational sector is a part of the public sector whose basic purpose is to satisfy
the public needs. With the aim of monitoring the extent to which those needs have
been met, many countries use different success indicators. Rowe (2004) describes
them as indices by which data on functionality and quality of service providers and
public sector are measured and assessed. In their paper Schochet and Chiang (2010)
schematically divided performance measurement into two parts. In the first part the
authors deal with the internal school issue: Which teacher performs their job in a
certain educational institution exceptionally well or exceptionally poorly with re-
spect to all other teachers in that institution?, while in the second part they exam-
ine the inter-school issue: Which teachers perform their job exceptionally well or
exceptionally poorly with respect to all other teachers in the entire school district?.
Furthermore, Rittschof and Chambers (2011), with the help of modern information
graphs, tend to better understand the differences in the students performances.
Also, E. Umble and M. Umble (2012) conducted the performance measurements in a
very interesting way. In fact, they illustrated the effect of the performance measure-
ment system on the organisational performances among the students through the
game The Blue-Green Game. This game illustrated the significance of perfor-
mance measurement, student encouragement system and their strength to recon-
sider their decisions on such an important subject. Hanushek (1996) studied in his
paper the difference between performances of seventeen-year old students based on
race and ethnical affiliation.
Rode et al. (2005) researched not only the effect of satisfaction with the faculty
on students performances, but the influence of the overall life satisfaction on them.
Research has shown that the students who are more satisfied with their overall life
have better results and cope more easily with studying challenges and vice versa. In
both cases, the research has demonstrated that life satisfaction is important, not only
from the aspect of influencing the social environment or keeping students, but aca-
demic performance as well. Numerous studies have shown that the satisfaction with
particular life areas is in strong correlation with the overall life satisfaction (e.g., An-
drews & Withey, 1976; Campbell, Converse, & Rodgers, 1976; Near, Smith, Rice, &
Hunt, 1983; Near, Smith, Rice, & Hunt, 1984; Rice, Near, & Hunt, 1979, cited from
Rode et al., 2005). From all of the aforementioned, we can deduce that there are nu-
merous possibilities for conducting performance measurements. Measuring stu-
dent success is important for every higher education institution. Reliable measures
of student success are necessary in order to assess the quality and effectiveness of the

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programs carried out at faculties, and to identify risk factors and factors of success.
The researchers mainly focus their studies on students career, that is, on their
success at the relevant faculty as measured by the grades which they earn in different
courses at the faculty (Mossi, Venuleo, Tondo, Salvatore, 2012). The education sector
is a part of the public sector which, as opposed to the profit sector, has the mission
to meet public needs. In most countries, the public sector evaluation is done by us-
ing certain performance indicators. Rowe (2004) describes them as the indexes that
measure and evaluate information on the functionality and quality of service provid-
ers and the public sector itself.

4. EMPIRICAL RESEARCH

4.1. Research Model

For the purposes of this study, a model was created that actually represents a
combination of the models used by Rode et al. (2005) and Sirgy et al. (2010) in their
research of students satisfaction and performance. Performance was measured
through students grade point average, modelled after Rodes model. By combining
these two models, the model shown in Figure 4. was created.
Figure 4.: Research mode

Satisfaction with
Faculty facilities,
bodies and services

Satisfaction Satisfaction with Students

with the faculty the student life performances

Satisfaction with
accomodation

Source: authors systematization

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The link between students satisfaction with faculty, overall students... (37 - 60)

Satisfaction with the student life encompasses the following aspects: (1) satis-
faction with the faculty (teachers, teaching methods, academic reputation) - cited
from Rode et al. (2005), in the original model, the influence of this item on the over-
all life satisfaction and performances was analysed; (2) faculty facilities, bodies and
services (student registration office, library, infolab, parking) - cited from Sergy et
al. (2010), in the original model, the influence of this variable on the satisfaction
with academic and social aspects was analysed; (3) accommodation (whether the stu-
dents live in dorms, private accommodation or with parents) - cited from Rode et
al. (2005), the influence of this factor on the overall life satisfaction and students
performances was analysed.
By setting goals, modelled after the established model, we will attempt to deter-
mine the extent to which certain factors of life, both general and student life, affect
the overall satisfaction with the studying experience, namely: what is the relationship
between: (1) students satisfaction with their faculty and students satisfaction with
student life; (2) students satisfaction with the teaching methods and academic repu-
tation and students satisfaction with student life; (3) students satisfaction with the
faculty facilities, faculty bodies, and faculty services and the overall satisfaction with
student life; (4) students satisfaction with their housing and the overall satisfaction
with student life; (5) students satisfaction with student life and student performance.
The research was carried out by means of a questionnaire that contained 28
questions. The survey was conducted among the students of the University of Split, a
total of 191. The survey was conducted at ten faculties in Split, namely: Faculty of Eco-
nomics, Faculty of Electrical Engineering, Mechanical Engineering and Naval Ar-
chitecture, Faculty of Civil Engineering, Faculty of Philosophy, Faculty of Maritime
Studies, Faculty of Chemical Engineering and Technology, Faculty of Law, Faculty of
Kinesiology, Faculty of Medicine, and Faculty of Natural Sciences.

4.2. Research Results

The study included 77% of women and 23% of men respondent. The largest
number of respondents, 45% has between 21 and 23 years. From 24 to 26 years
has 27.2% of respondents, from 18 to 20 years of age have 24.6% of respondents,
while the smallest number of respondents, 3.2%, is 27 years old and more. The
largest number of respondents, 34% of them is on second year of graduate stud-
ies, 22.5% of them is on third year of undergraduate study, and 21% of them is on
second year of undergraduate study.On the first year of graduate studies is 13.6%
of respondents, while the smallest number of respondents are on the first year
of undergraduate study, 8.9% of them. Most respondents have full-time status,
94.8% of them, while only 5.2% are part-time students. The largest number of
participants is attending the Faculty of Humanities and Social Sciences, 24.6% of
them. This is followed by 16.2% of respondents who attend the School of Medi-

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cine, 13.6% of respondents who attend the Faculty of Economics. Faculty of Kine-
siology attended 10.5% of respondents; Faculty of Law attended 8.4% of respond-
ents, and the Faculty of Science attended 7.3% of respondents. Faculty of Civil
engineering, Architecture and Geodesy attended 5.3% of the respondents, 5.2%
of respondents attended Faculty of Chemistry and Technology and the Faculty of
Faculty of Electrical Engineering, Mechanical engineering and Naval Architecture.
The minimum number of participants in this study attending the Faculty of Mari-
time Studies, 3.7% of them.
The first objective to examine is the impact of teaching methods and academic reputa-
tion on the total students satisfaction with student life. The impact of teaching meth-
ods was observed through two variables: (1) adequate equipment of the faculty with
technology for teaching and (2) interaction between teachers and students in class.
The impact of the academic reputation was also observed by two variables: (1) reputa-
tion of the Faculty and (2) reputation of teachers. For the purpose of determining the
connectedness of the observed variables, we will use the Pearsons linear correlation
coefficient, which is also the most well-known measure of linear correlation and it
will be conducted four tests to determine the impact of four claims to the total satis-
faction of students with quality of student life.
Table 1. illustrates that Pearsons correlation coefficient amounts to r = 0.385,
which means that there is a weak positive correlation between the satisfaction with
well-equipped faculty with adequate technology and overall student satisfaction with
the quality of student life.
Table 1.: The impact of Faculty equipment with adequate technology on Satisfaction with the
quality of student life

Faculty equipment Satisfaction with the

with adequate quality of student
technology life

Faculty equipment Pearson Correlation 1 0,385

with adequate Sig. (2-tailed) 0,000
technology N 191 191
Pearson Correlation 0,385 1
Satisfaction with the Sig. (2-tailed) 0,000
quality of student life
N 191 191

Source: Authors.

Table 2. shows that methods of teaching and academic reputation in all cases
have a positive impact on students satisfaction with student life, and the growth
of one variable will follow the growth of other variables. In three cases, it is a weak
positive correlation (0.385; 0.395; 0.399), and in one case it is a medium-high
positive correlation (0.505). Based on the performed analysis it can be concluded that

50
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The link between students satisfaction with faculty, overall students... (37 - 60)

the grater the students satisfaction with the methods of teaching and academic reputation
the greater the satisfaction with the overall student life.
Table 2.: Value, the direction and intensity of Pearson linear correlation coefficient

VAULE OF THE DIRECTION AND THE

VARIABLES
COEFFICIENT INTENSITY
adequate equipment of the
faculty with technology for 0,385 weak positive correlation
teaching
interaction between teachers 0,395 weak positive correlation
and students in class
reputation of the Faculty 0,399 weak positive correlation
medium strong
reputation of teachers 0,505 positive correlation

Source: Authors.

The second objective to examine is the impact of the university facilities, university
authorities and services to the total satisfaction of students with student life. The impact is
seen through the 12 claims. For the purpose of determining the connectedness of the
observed variables, we will use the Pearsons linear correlation coefficient.
Table 3. shows that the content of university, university authorities and services
has in all cases a positive impact on students satisfaction with student life, and
the growth of one variable will follow the growth of other variables. In eleven cases
except speed of internet conection, it is a weak positive correlation. Based on the
analysis it can be concluded that the grater the students satisfaction with the content
of university, university authorities and services the greater the satisfaction with the
overall student life.
Table 3.: Value, the direction and intensity of Pearson linear correlation coefficient

VAULE OF THE DIRECTION AND THE

VARIABLES
COEFFICIENT INTENSITY
Library staff 0,264 weak positive correlation
Reservations of place for 0,262 weak positive correlation
learning
Organization of library 0,287 weak positive correlation
materials
Availability of materials for 0,269 weak positive correlation
teaching
Availability of computers 0,334 weak positive correlation
Info lab staff 0,305 weak positive correlation
Speed of Internet connection 0,192 no correlation
Equipment quality 0,265 weak positive correlation
Age of computers 0,206 weak positive correlation

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VAULE OF THE DIRECTION AND THE

VARIABLES
COEFFICIENT INTENSITY
Availability of parking 0,259 weak positive correlation
Sports and recreational 0,349 weak positive correlation
facilities
Kupovina knjiga i ostalog 0,427 weak positive correlation
materijala

Source: Authors.

The third objective to examine is the impact of satisfaction with accommodation

on the overall satisfaction with the student life. Table 4 illustrates the structure
of the respondents according to different forms of accommodation: dormitory
accommodation, private renting accommodation, living with parents and their
satisfaction with accommodation. For the purpose of establishing the connectedness
of other observed variables, Pearsons linear correlation coefficient will be applied.
Table 4. illustrates that the largest number of respondents live with their parents,
and the smallest number of respondents is located in the dorms. We can also see that
the majority of respondents, regardless of the type of housing, fully satisfied with
accommodation.
Table 4.: Different forms of accommodation and students satisfaction with them

Satisfaction with accommodation

nor
completely somewhat dissatisfied somewhat fully Total
dissatisfied satisfied neither satisfied satisfied
satisfied
accom- no answer 0 1 0 0 0 1
modation
dormitory 0 1 2 2 8 13
private 2 8 13 13 9 45
With family 1 1 20 29 81 132
Total 3 11 35 44 98 191

Table 5. shows that Pearsons correlation coefficient amounts to r = 0.092,

which means that there is no correlation between the satisfaction with accommoda-
tion and the overall satisfaction with the student life and students satisfaction with
accommodation does not impact overall satisfaction with the student life.
Source: Authors.

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RIC Zoran Mihanovi, Ana Barbara Batini, Jurica Pavii
The link between students satisfaction with faculty, overall students... (37 - 60)

Table 5.: The impact of satisfaction with accommodation on the overall satisfaction with the
student life

Satisfaction with Satisfaction with the

accommodation student life
Pearson Correlation 1 -0,092
Satisfaction with Sig. (2-tailed) 0,207
accommodation
N 191 191
Pearson Correlation -0,092 1
Satisfaction with the Sig. (2-tailed) 0,207
student life
N 191 191

Source: Authors.

The final goal of this paper is to examine the impact of student satisfaction with student
life on student performance on University of Split. The performances of students are
observed through three variables: regularity of completing the years of study, mastering
the knowledge, acquiring the faculty curriculum, and the general success at the faculty. At
the beginning it will be examine the relationship between student satisfactions with
student life due to the regularity of completing the years of study, Table 6. For the
purpose of establishing the connectedness of other observed variables, Pearsons
linear correlation coefficient will be applied in two tests.
In Table 6., it can be seen that the greatest number of respondents regularly
completed the years of study, and the smallest number of respondents is repeated
more than one year. We can also see that the majority of respondents, regardless of
the regularity of completing the study, satisfaction with the quality of student life
rated as very good, while the smallest number of respondents satisfaction with the
quality of student life rated as insufficient.
Table 6.: The respondents satisfaction and regularity of completing the years of study

Regularity of completing the years of study

I repeated I repeat only I regularly Total
more years one year passed all
insufficient 1 4 5 10
student sufficient 1 9 10 20
satisfactions
with student good 4 14 43 61
life very good 5 12 63 80
excellent 0 6 14 20
Total 11 45 135 191

Source: Authors.

From Table 7. it can be concluded that student satisfaction with student life has
weak positive impact on mastering the knowledge, acquiring the faculty curriculum

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and general success at the faculty. In both cases it is a weak positive correlation (0.261;
0.258). Based on the analysis it can be concluded that students who are more satisfied with
the overall student life have better student performance.
Table 7.: Value, the direction and intensity of Pearson linear correlation coefficient

VAULE OF THE DIRECTION AND THE

VARIABLES
COEFFICIENT INTENSITY
mastering the knowledge, 0,261 weak positive correlation
acquiring the faculty curriculum
general success at the faculty 0,258 weak positive correlation

Source: Authors.

In addition, it was also tested satisfaction with the quality of student life in
relation to the faculty that respondents attending, Table 8.
Table 8.: Satisfaction with the quality of student life in relation to the faculty that respondents
attending

Satisfaction with the quality of student life

insuf- suffi- very excel-
good Total
ficient cient good lent
Faculty of 0 0 8 14 4 26
Economics
Faculty of
Electrical
Engineering,
Mechanical 0 0 2 5 3 10
engineering
and Naval
Architecture
Faculty of
Humanities 5 3 17 19 3 47
and Social
Sciences
Faculty of Civil
Faculty engineering, 0 1 1 5 3 10
architecture
and Geodesy
School of
Medicine 0 3 11 13 4 31
Faculty of 0 1 6 11 2 20
Kinesiology
Faculty of
Chemistry and 2 3 3 2 0 10
Technology
Faculty of
Maritime 0 2 3 1 1 7
studies

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RIC Zoran Mihanovi, Ana Barbara Batini, Jurica Pavii
The link between students satisfaction with faculty, overall students... (37 - 60)

Satisfaction with the quality of student life

Faculty of Law 3 3 4 6 0 16
Faculty of 0 4 6 4 0 14
Science
Total 10 20 61 80 20 191

Source: Authors.

5. CONCLUSION

The main goal of this study was to determination the extent to which certain
factors of life, both general and student life, affect the overall satisfaction with the
studying experience and how this is connected with students performances. The
survey was conducted among the students of the University of Split, a total of 191.
Students satisfaction is becoming an increasingly important variable in the success
of an educational institution because the reputation of the institution and the
number of prospective students enrolled depends on it. Faculties must be willing to
introduce changes in order to become more competitive. It is crucial that faculties
invest in knowledge, i.e. in teacher training, teaching methods, faculty facilities, and
so on. In this research it has been found that the greater the students satisfaction
with their faculty facilities, faculty bodies, and faculty services, the greater the overall
satisfaction with student life is. We observed the effects of the following factors on the
satisfaction with student life: library staff, reserving a place for studying, organization
of library materials on the shelves, availability of learning materials, availability of
computers, infolab staff, the Internet speed, equipment quality, age of computers,
availability of parking, sports and recreational facilities, and purchase of books and
other materials. The variable that influences the satisfaction with student life most
is the purchase of books and other materials. The variable that has no influences
on satisfaction with student life is the Internet speed. The said points to the fact
that additional facilities at the faculties represent an important item of impact on
students satisfaction. Students spend more time in libraries and infolabs and widely
use the stores where they can get the necessary books and teaching materials. Timely
investment in these segments will ensure a positive image of the faculty, and the
students will be more willing to replace their homes with the very faculty as a place
for learning, and preparing seminar and other papers. Likewise, we have rejected
the claim that the greater students satisfaction with housing, the greater their overall
satisfaction with student life is. Although it was expected that the satisfaction with
accommodation affects the satisfaction with the quality of student life, the analysis
did not show this, perhaps mostly because the majority of the respondents lived with
their parents. Students are satisfied with student life when their faculty is adequately
equipped with the technology necessary for teaching, and when there is a good
interaction between the teachers and students in class. Students are also satisfied

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with the quality of student life when they trust that the reputation of their faculty is
positive and that the reputation of their teachers is also positive. The said points to
the fact that faculties must systematically invest in the technology needed to carry out
high quality teaching, as well as in their own staff through the opportunities of teacher
training and familiarizing the teachers with the new opportunities of working and
communicating with students. It is certain that more changes will be introduced in
the forthcoming years, and that teachers and faculties will have to be ready to adapt to
the changes in the education system in order to make their students more satisfied.
Ultimately, it has been found that higher students satisfaction with student life
has an impact on students better performance. When analysing the impact of stu-
dents satisfaction with the quality of student life on their performance, we observed
the variables of the regularity of completing the years of study, mastering the knowl-
edge, acquiring the faculty curriculum, and the general success at the faculty. The
acquisition of the faculty curriculum had a slightly greater impact than the general
success at the faculty. Looking at the analysis of the satisfaction with the quality of
student life in relation to the faculties, there were several conclusions. Certain stu-
dents from the Faculty of Humanities and Social Sciences, Faculty of Law, and Faculty
of Chemistry and Technology were the only ones who assessed their satisfaction with
the quality of student life with the grade insufficient, so it can be said that these facul-
ties have to work mostly on their reputation and quality in order to achieve a great-
er satisfaction of their students. The faculties that demonstrated a kind of golden
mean, the majority of whose students assessed their satisfaction with the quality of
student life with the grade good, are the Faculty of Maritime Studies, School of Medi-
cine, and Faculty of Science. These faculties must surely also work on improving their
quality and reputation in order to ensure a greater satisfaction of their students. The
faculties awarded the highest grades (very good and excellent) by the students were
the Faculty of Kinesiology, Faculty of Economics, Faculty of Civil engineering, Archi-
tecture and Geodesy, and Faculty of Electrical Engineering, Mechanical engineering
and Naval Architecture as 50% or more of their students assessed their faculties with
the grade very good and excellent. These results confirm the assumption that all fac-
ulties must work to keep pace with new technologies, and invest in their teachers and
other staff, and then in the faculty facilities that include libraries, IT labs, and sports
and recreational facilities. Regardless of the fact that the hypothesis on the satisfac-
tion with housing was rejected, it is still necessary to invest in the quality of student
dormitories. All the mentioned variables will have an impact on the further student
performance at the faculties. The future also provides an opportunity to conduct a
similar research at all the universities in Croatia, as well as to observe other relevant
factors of satisfaction, particularly those of more personal nature (religion, extra-
curricular activities, relationship with other students, health, etc.).

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RIC Zoran Mihanovi, Ana Barbara Batini, Jurica Pavii
The link between students satisfaction with faculty, overall students... (37 - 60)

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